The author leads a program that teaches teachers in a public university, most of whom work in struggling urban schools serving students from predominantly poor and minority backgrounds. The courses in her program share a common purpose: to develop understandings about the active nature of children's learning and to use these understandings to guide teaching. One of the major mechanisms for accomplishing this goal is to provide opportunities for candidates to inquire about and reflect on their practice. The culminating course of the program does this with a project that requires participants to generate a question about some aspect of their own teaching or some issue that impacts their teaching lives, read and write about what others have to say about that question, and pursue an inquiry about it in their classrooms or schools. Since she created and began teaching this course several years ago, the author has noticed a transformation in her students. Throughout the year, they seem to become more excited about their own learning and their teaching and develop a more professional sense of themselves. New images of possibility for their work and their lives emerge. She wondered if it could be that the research class was having the effect she had hoped for, so, to discover if this was the case, the author embarked on her own inquiry of her students doing inquiries. She wanted to probe deeply into what, if any, impact the experience was having on her students. This research about teachers doing research has affirmed that learning how to inquire and perform research helps teachers not only develop skills and pedagogical understandings, but is also instrumental in helping them to connect theory to practice, pose and solve problems that have not heretofore been addressed, and to stay true to what works best for students.